The purpose of this article is to describe how a multifaceted approach to career and professional development training, focused on core competencies, student-driven programming, inter and multidisciplinary collaboration, and cultivating a community of insight and support, is being implemented by a university Public Health Career Services office with limited staff and resources and to share these practices for other public health programs to scale this approach to their own students' needs. The design of the career and professional development training program comprised five main approaches: (1) one-on-one career counseling, (2) peer-to-peer learning workshops, (3) community partnerships and experiential opportunities, (4) student-driven programming, and (5) accessible training and digital resources. All programs were tracked to gauge participation and to assess effectiveness. Noteworthy findings from program evaluations include (1) a large increase in student confidence levels in professionalism topics, from all of the school's departments; (2) benefits of student-driven programming and peer-to-peer learning, and (3) importance of employer and alumni engagement. Rather than use an optional participation model, it is recommended that a cohort model or mandatory participation be implemented as the opportunity to build on curriculum is vital.

Objectives A key goal of schools and programs of public health is to prepare graduates for careers in the public health workforce after graduation, but are they achieving this goal? We assessed how the employment outcomes of students earning public health degrees are collected and described in the literature. Methods Using the Kirkpatrick model of training evaluation as a framework, we conducted a 6-step scoping review: (1) formulating the research question, (2) identifying relevant studies, (3) selecting studies, (4) charting the data, (5) collating and summarizing the results, and (6) consulting stakeholders. We included articles published from January 1, 1993, through July 4, 2020, that provided data on employment status, employment sector/industry, job function, or salary of public health graduates. We excluded articles that were not written in English and were about dual-degree (ie, doctor of medicine–master of public health) students. We found and reviewed 630 articles. Results We found 33 relevant articles. Most articles focused on a single school and combined multiple graduating classes, focused on subspecializations of public health, or focused on graduates’ satisfaction with their curriculum but not employment outcomes. Data were inconsistently categorized, and studies were difficult to compare. Conclusions Research on public health graduates’ employment outcomes is scarce and does not follow consistent protocols. New standards should be adopted to systematize the collection of data on employment outcomes of public health graduates.